Presentation on theme: "The Knowledge Integration Environment: Commentary on research Richard T. White, School of Education, Monash University, Victoria, Australia 報告日期： 2004/01/05."— Presentation transcript:
The Knowledge Integration Environment: Commentary on research Richard T. White, School of Education, Monash University, Victoria, Australia 報告日期： 2004/01/05 報告者：吳淑鈴
2 Outline Introduction The internet The knowledge integration environment programme
3 Introduction New inventions in communication call for new skills in teaching and learning. the internet,require teachers and learners to add another layer of skills to - showing and copying - speaking and listening - writing and reading
4 Introduction (cont.) Any doubts that happen to be expressed about the value of the internet in education will have precedents. Socrates tells a story in which the Egyptian king Thamus condemns the invention of writing because it will encourage rote learning Plato, though a superb writer himself, put in Socrates ’ mouth arguments in favour of oral teaching. today we have a synthesis in which there is a balance between oral and written teaching and learning. Question and answer remain common in modern schools, and books also thrive.
5 Introduction (cont.) following the invention of printing Books - made the permanent availability - possible lifelong learning - reduced dependence on a living, present teacher - also increased the power of a teacher people had to learn to read in its fullest sense: - to think about the meaning, - to consider its validity, - and to question the authority of the writer.
6 The internet not expect computers and the internet to replace books. - books and oral teaching coexist - computers will be a partner to them just as books allowed a richer culture than did a purely oral system - computers will increase the range of learning books permitted a more fluid and also a more diverse society - Computers and the internet already do the same
7 The internet (cont.) books are better suited to the learning of some types of knowledge - computers and the internet similarly the invention of the internet, - find out how to use it in presenting information - training people to learn from it Linn and her colleagues in the Knowledge Integration Environment team are engaged in discovering principles and procedures for learning from internet.
8 The internet (cont.) Books have the advantage that they are independent of time and place. And support lifelong learning. - KIE programme recognises that computers share this advantage The Internet provides an even less filtered mass of words than do printed books - The KIE programme recognizes that, and has the development of skills of selection as a key goal.
9 The knowledge integration environment programme The KIE programme, as described by Linn in three significant ways: - Breadth of partnershipBreadth of partnership - LinkingLinking - Training in learningTraining in learning
10 Breadth of partnership most curricula are decreed, not designed, and that the decree issues from a narrow source eg. the PSSC physics course - the authors were all scientists the KIE partnership includes - educational researchers, - computer programmers, - technologists, - scientists, - learning theorists and, - most importantly, classroom teachers.
11 Linking It is difficult to link the knowledge they are taught with what they have learned previously in other lessons, other subjects, or in experiences outside school. Linking requires reflection - reflection takes effort and skill - the internet compounds problems by available masses of words on almost any topic expressed by Linn, making science accessible is fundamental to KIE.
12 Training in learning The major goal of KIE, is to lead students to autonomy. - through making thinking overt, - and providing social support KIE employs procedures similar to those